As I prepare for my first class with our university’s PGCE group of 2016, I realise that I’m asking my students to not only wander outside their comfort zones, but to choreograph and perform their own command performances in alien environments. That’s quite a mouthful (and some shaky grammar to boot)! That is sort of my point: When we’re tiptoeing around an idea that seems too complex to be let out of its packaging; we won’t learn much of anything.
In a programme characterised by complex language, dense literature, and very unfamiliar academic scaffolding… adding Digital Pedagogy to the mix could break a few backs. This is not my intention. In fact, my goal is quite the opposite: I hope this fledgeling module can highlight cohesion and synthesis between various strands of teaching and learning coursework, whilst facilitating a mediation of student-teacher identities.
So why move this particular module’s interface away from our official Learning Management System, and onto the open web? Sean Michael Morris (2016) says it best:
And I want this module to be one where we take each others’ hands, and give each other hugs (albeit in virtual, sensitive, and ethically responsible ways).
Shall we dance?
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